Assessment of Teachers Perceptions on the Integration of Comprehensive Sexuality Education in Mathematics: A Case of Kitwe District

The study assessed the perceptions of teachers on the integration of Comprehensive Sexuality Education (CSE) in Mathematics in Kitwe district on the Copperbelt Province of Zambia. It aimed at achieving the following objectives; to establish the extent to which CSE is integrated in Mathematics, to explore the challenges and opportunities of integrating CSE in Mathematics and to assess the perceptions of teachers on the integration of CSE in Mathematics. The research design employed was a descriptive case study design. A sample of ten public secondary schools from a population of 36 secondary schools was randomly selected for the study. The respondents were the senior secondary school teachers of Mathematics, heads of Mathematics department, guidance teachers, education standards officers, district resource centre coordinators and district representatives of the Zambia Association of Mathematics Educators (ZAME). The study used both the quantitative and qualitative approaches to collect data by using questionnaires and an interview schedule. Qualitative data was analyzed thematically whilst quantitative data was analyzed using excel to obtain descriptive statistics. The study found out that utmost four (4), representing 66.7 % of the six (6) CSE topics covered by the CSE framework were integrated into eight (8) topics representing 26.7 % of the thirty (30) senior secondary school Mathematics topics. The study pointed out that, teachers of Mathematics faced some challenges when integrating CSE which included; insufficient time, inadequate training, difficulties in integrating CSE in all Mathematics topics and lack of guidance within schools. Despite the stated challenges, it was established that there were opportunities of integrating CSE in Mathematics and these are; relating Mathematics to real life, enhanced positive attitude towards Mathematics learning and Improved communication with learners. The study concluded that teachers perceptions towards the integration of CSE in Mathematics were positive. Based on the findings, the study recommended that; the government may consider clearly specifying the CSE topics to be integrated in Mathematics at senior secondary school level, as some of the topics are already incorporated in subjects such as; Biology, Civic Education, Religious Education and Home Economics, the government through the ministry of general education may consider training the in-service teachers adequately concerning the integration of CSE into their classes and school managements may consider providing teachers with support and guidance to effectively implement the policy.